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Detlev Leutner Eckhard Klieme Jens Fleischer Harm Kuper 《Zeitschrift für Erziehungswissenschaft》2013,16(1):1-2
This special issue comprises eleven articles from the DFG priority program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes”. The special issue aims at showing the priority program’s present state of discussion concerning essential concepts and questions related to the modeling of competencies. The first article describes the structure and research areas of the program and gives an overview on the current state of research. The short articles two to eleven discuss questions and problems which proved to be of particular importance during the work of the priority program in the last years. These articles constitute the result of a workshop of the participating scientists of the priority program in terms of position papers. 相似文献
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In this study we investigated associations between studying in a foreign language and students' academic achievement and study behaviour. Data were gathered in the Netherlands, at the Delft University of Technology (DUT). The results show that the success rate of foreign students was about the same as that of the Dutch students, but that foreign students needed more time to pass the examination. Language proficiency played a major part in explaining differences in study achievement as did the presence or absence of a selection procedure in the student's country of origin. Furthermore, the results show that the study behaviour of foreign students was significantly different from the Dutch students: their average grades on examinations were lower, they made more attempts before passing an examination, they were more likely to postpone examinations and to follow a different order from the recommended one. Suggested measures to improve foreign students' study success include requiring higher levels of language proficiency and stricter selection of foreign students in the country of origin. It is suggested that a system of mentors which provides for intensive coaching of foreign students in their first year may prevent a slow start. 相似文献
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Harm J. A. Biemans P. Robert -Jan Simons 《European Journal of Psychology of Education - EJPE》1995,10(3):243-259
The effects of the contact strategy (a computer-assisted instructional strategy aimed at conceptual change in text processing) were investigated by dismantling the strategy. An experiment with 86 Ss (5th/6th-graders) was conducted in which the number of instructional steps was cumulatively varied from 0 steps (no activation) over 1 step (search for old idea) and 3 steps (1. search for old idea; 2. compare and contrast with new information; 3. formulate new idea) to all 5 contact steps (1. search for old idea; 2. compare and contrast with new information; 3. formulate new idea; 4. apply new idea; 5. evaluate new idea). A design with 2 between-subjects factors (instructional strategy and students familiarity with the central concepts from the 7 instructional texts used) and 2 within-subjects factors (type of learning performance test item and time of testing) was used. Dependent variables concerned quality of final conceptions and learning performance. Results indicated that the complete contact strategy was the most effective variant. It seemed to be the case, however, that students mainly focused their attention on the central concepts from the texts. In our view, instructional strategies to foster conceptual change should both support knowledge restructuring processes and offer a solution for this problem of selective attention. 相似文献
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Karin Ploegh Harm H. Tillema Mien S.R. Segers 《Studies in Educational Evaluation》2009,35(2-3):102-109
With the increasing popularity of peer assessment as an assessment tool, questions may arise about its measurement quality. Among such questions, the extent peer assessment practices adhere to standards of measurement. It has been claimed that new forms of assessment, require new criteria to judge their validity and reliability, since they aim for specific goals and address different aspects of learning. But although new criteria have been formulated, little is known about how they are deployed and operate in actual peer assessment practices. This study intends to explicate the quality criteria relevant to the context of peer assessment. We conducted a survey in vocational education on peer assessment quality criteria applied in classrooms. Fifty-six teachers using peer assessment rated several quality criteria as relevant to their teaching practice. The findings suggest that peer assessment practices entail many of the quality criteria recognized in measurement and evaluation, although in an embedded way: the generic quality criteria are tuned or adapted to the peer assessment setting. The findings also show that peer assessment is very much in the hands of the teacher, who organizes and orchestrates the appraisal process in which students receive clear guidelines to appraise one another's work. Our results indicate that quality criteria hardly differ from the function peer assessment serves in classrooms, either within a summative or formative evaluation context. By gaining insight on the specific criteria of peer assessment and their precise purposes, we believe it becomes possible to help teachers improve its measurement quality. 相似文献
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Mit Lernstandserhebungen wird in das Bildungssystem ein outputorientiertes Steuerungsinstrument implementiert, das Steuerungswissen
dezentral auf Schulen und Lehrkr?fte verteilt. Damit wird beabsichtigt, empirisches Wissen für professionelles Handeln und
Schulentwicklung bereit zu stellen. Die Verwendung der Lernstandserhebungen ist dabei ihrerseits von Professionalit?t abh?ngig.
Wie die Moderationsfunktion der Professionalit?t zwischen wissenschaftlichem und praktischem Wissen von den Lehrkr?ften ausgefüllt
wird, ist empirisch noch weitgehend unbeantwortet. Diesen Prozessen n?her zu kommen, ist Ziel des hier vorgestellten explorativen
Pilotprojekts. Mit einem qualitativen Fallstudiendesign wird ein heuristisches Auswertungsinstrument zur Erfassung der professionellen
überzeugungen von Lehrkr?ften zur Verwendung von Lernstandserhebungen vorgestellt. Anhand beispielhafter Interviewausschnitte
erfolgt eine Plausibilisierung, um es für weiterführende Studien nutzbar zu machen. Im theoretischen Rahmen finden systemtheoretische
Professions-und Organisationstheorien Verwendung. 相似文献
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Omid Noroozi Armin Weinberger Harm J.A. Biemans Martin Mulder Mohammad Chizari 《Educational Research Review》2012,7(2):79-106
Learning to argue is an essential objective in education; and online environments have been found to support the sharing, constructing, and representing of arguments in multiple formats for what has been termed Argumentation-Based Computer Supported Collaborative Learning (ABCSCL). The purpose of this review is to give an overview of research in the field of ABCSCL and to synthesize the findings. For this review, 108 publications (89 empirical studies and 19 conceptual papers) on ABCSCL research dating from 1995 through 2011 were studied to highlight the foci of the past 15 years. Building on Biggs’ (2003) model, the ABCSCL publications were systematically categorized with respect to student prerequisites, learning environment, processes, and outcomes. Based on the quantitative and qualitative findings, this paper concludes that ABCSCL environments should be designed in a systematic way that takes the variety of specific conditions for learning into account. It also offers suggestions for educational practice and future research. 相似文献
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Does Self-directedness in Learning and Careers Predict the Employability of Low-Qualified Employees?
Isabel Raemdonck Harm Tillema Andries de Grip Martin Valcke Mien Segers 《Vocations and Learning》2012,5(2):137-151
Employability has become a key element in sustaining successful vocational careers. The role of self-directedness is considered
paramount in maintaining one’s employability. However, it also requires certain competences on part of employees to invest
in learning and career development. This study examines the influence of self-directedness in learning and career of low-qualified
employees on their employability. In a follow-up study of 284 low-qualified employees, we find that higher levels of self-directedness
in learning and career of employees corresponds with higher chance to be promoted to higher-level job positions (vertical
job mobility). However, no relationship was found between different formats of self-directedness and job retention or horizontal
job mobility of lower qualified personnel. 相似文献